For an educator to plan a teaching strategy, they need to know their students fully and not just remember the information forwarded to them via their profile or recognize them for their achievements. There needs to be a more profound understanding.
That would include their history, where they come from, their strong points, possible weaknesses, what they already know, and what they have yet to learn. This allows a sort of baseline, if you will, a place to start, to progress from to be effective in their position.
Torres Strait Islanders and Aboriginals assume a deep part of who they are by their Country. When a teacher tries to learn each student’s Country and cultural identity, that speaks to that individual student that they have value and are respected.
These elements, “traditions, cultural values, histories, and relationships,” are all components that can be used to form each lesson plan.
When non-indigenous teachers partner with indigenous teachers in the classroom, each brings “an enriched perspective, vital context” to the students, allowing all the kids to feel supported and “culturally safe.”
Learn how Australia can support more Aboriginal and Torres Strait Islander teachers at https://theconversation.com/how-can-australia-support-more-aboriginal-and-torres-strait-islander-teachers-178522
Education In Australia: The Role of Indigenous and Aboriginal First Nation Teachers
The Australian school system is or has been working on initiatives to have a more “culturally-inclusive and responsive” educational framework, one that respects and values, most specifically, the living culture and histories of the Torres Strait Islander and Aboriginal people.
The initiative’s objective is presumably to bring in more educators from these cultures since there is virtually no literature on their current role in the Australian school system, their impact on kids, with statistics that show a minute number in the system currently.
The educators who do have a role, along with the individuals from these cultures who volunteer their time in the classrooms, significantly impact the students and benefit the non-Indigenous teachers tremendously.
Instructing Aboriginal students requires a distinct understanding of the cultural protocols, a sensitivity to those students’ particular needs. The programs implemented that are successful relate the coursework to what’s real in their lives.
This is where the Indigenous teacher would be needed. What is your recourse as a non-Indigenous teacher? Here are some suggestions.
Connect with local elders and Indigenous communities
As a non-Indigenous teacher, you can reach out to the local community to develop relationships with individuals who can guide you to First Nations communities. There, you can communicate the need for a sustained partnership in educating the Indigenous children on their culture and histories.
It can take time to set up a program since many traditional elders and the people themselves are constantly involved with activities and events. That only means that you need to be persistent, albeit patient, along with finding a way to raise funds for these valuable teaching resources.
When you do find members of this community willing to participate, sit down and develop an inspiring program with varied activities and learn from them how to adopt a culturally appropriate teaching approach.
Inquire and listen
If you don’t have the fortune of an Aboriginal or Indigenous elder or community member for input, create a respectful atmosphere in the classroom, one of curiosity and engagement. You will act as the role model, showing the children how to ask sensitive questions with a thoughtful approach.
Make sure sufficient resources are available to find the answers to the tough questions you might not have a ready response for. It’s okay that you don’t; you and the students will be learning together, creating a connection as a group, one of listening, reflecting in a diverse interaction of varied perspectives.
(Quote) – credit Rickeeta Walley | The Song Room Teaching Artist
“There has been a long period in our history in which the inclusion of Aboriginal voices and knowledge were omitted from the general public and education system. So, it is now so important and highly appreciated when people engage with our cultures and learn about our shared history. Our cultures are so rich, and we have so much to share.”
Empowering The Next Generation: The Impact of Indigenous and Aboriginal First Nation Educators
The histories and cultures of the Torres Strait Islander and Aboriginal people are more accurately and adequately portrayed when delivered in a curriculum developed by an Indigenous or Aboriginal First Nation educator.
It empowers the students, offering them that connection to Country that is vital to the people. Their Country is a substantial part of their identity, and only an educator of that culture can impart that sacredness to the students.
Throughout the Country as a whole, there needs to be more of these educators, but the Country is working hard to change that.
For those non-Indigenous educators struggling to provide a culturally respectful program, how can they make an impact or try to make a difference with the kids until the system catches up? Read here on barriers to Aboriginal education.
Acknowledging Country
As mentioned, Country is everything to the Indigenous and Aboriginal First Nation culture. Their philosophy is that “they do not own the Country; the Country owns them.”
When a non-Indigenous teacher makes an “Acknowledgement of Country,” it’s considered a sign of respect, and the people find it to be “recognition of the Traditional Owners and Custodians of the land on which the school sits.”
When working out a program for the school year, incorporate this as part of the plan and encourage other educators to participate. When students come into the classroom, ask them to think about what it means to acknowledge Country and incorporate this as a project that can be shared with the class.
The languages
Help to keep the languages thriving. Australia has roughly “250 Indigenous languages with 800 dialects distinct to certain people and places.” “Over 90 percent of these are considered to be endangered.”
As an educator, one always ready to learn, strive to become familiar with the First Nations languages in your local vicinity, find ways you can help to strengthen and preserve these.
You can implement them in classroom signs, enlist the services of a teacher in the First Nation language, practice First Nation words along with standard curriculum.
(Quote) – credit to Tyrown Waigana | The Song Room Teaching Artist
“The best way to do it is to have Aboriginal or Torres Strait Islander people lead the work because cultural knowledge is best used in our hands. There are much deeper cultural and economic factors that non-indigenous people encroach on when creating this type of content.”
